Edited MJV Pampilon Play Based Learning Activities 2

Running head: PBLA: ENHANCING ENGLISH GRAMMAR 1
Play-Based Learning Activities: Enhancing English Grammar
Ma. Jesusa V. Pampilon
Masagana High School
SCHOOLS DIVISION OF BULACAN

PLAY-BASED LEARNING ACTIVITIES: ENHANCING ENGLISH GRAMMAR 2
Table of Contents
Title Page ………………………………….……...…………………….……………...……. 1
Table of Contents ……………………………………………………………………………. 2
Context and Rationale ……………………………………………………………………….. 4
Research Questions ………………………………………………………………….. 7
Hypothesis …………………………………………………………………………… 7
Significance of the Study ……………………………………………………………. 7
Scope and Limitations ……………………………………………………………….. 8
Method …………………………………………………………………………………….... 10
Type of Research …………………………………………………………………... .10
Respondents/ Participants …………………………………………………………... 10
Sampling Method …………………………………………………………………… 10
Proposed Intervention/Strategy…………………………………………..………….. 11
Instruments ………………………………………………………………………..... 11
Data Gathering Procedure ………….……………………………………..………… 12
Ethical Considerations ……………………………………………………..……..… 12
Data Analysis ……………………………………………………………….…….... 13
References …………………………………………………………………………….……. 20

List of Figures
1: Romero’s Play-Based Learning Design…………………………………….….…… 5
2: IV-DV Conceptual Framework ……………………………………………….……. 6
List of Tables
1: Diversified Play-Based Learning Activities (DPBLM) Curriculum Map...……..…. 9

Play-Based Learning Activities: Enhancing English Grammar
Play-Based Learning (PBL) is a play that focus on learning outcomes to combine an
effectiveness of learning principles into game environments. The purpose of PBL is to improve
self-confidence and problem-solving skills for learners (Liang, et al., 2010). Prensky and Prensky
indicated that Play-Based Learning was “about fun and engagement and come together of serious
learning as well as interactive entertainment into a newly-emerging and highly-exciting medium”
(Prensky & Prensky, 2007).
In connection, Liang and his colleagues created four extra designs into the play-based
learning environment which were (1) to provide opportunities for system thinking, (2) to apply
negative game-play mechanics to stimulate motivation, (3) to give learners an alternative
experience of role playing and (4) to construct balanced game rules and to incorporate resource
exchange mechanisms (Liang et al., 2010).
Moreover, Prensky and his colleagues indicated that a play is a form of “organized play”
(Prensky, 2001). Kim suggested that “gamification can add an extra level of motivation and
incentive to many higher education activities” (Kim, 2015). Heinich and his colleagues stated
that a play is “an activity in which participants follow prescribed rules that differ from those of
real life while striving to attain a challenging goal” (Heinich, 2002).
,Deterding and his colleagues addressed that plays for education had a huge diversity of
objectives for using and the PBL designed serious plays which related learning objectives in a
play universe with certain cognitive along with visual immersion and gameplay to gamification
as “the use of game design elements in non-game contexts” (Deterding et al., 2011).
Romero, furthermore, defined that play and also serious plays pointed at supporting the
learning objective through a positive learning as well as gaming experience using the game

mechanics and rules such as competitive rules, a scoring system and learning through playing
(Romero et al., 2012). Likewise, Romero specified that a methodology for PBL consisted of six-
phase methodology containing learning objectives, learning-centered need analysis, game
modalities, game mechanics and rules, learning assessment and feedback and gaming and
learning experience. This methodology was called HEXA-PBL (Romero, 2015).
Learning Objectives
Learner-Centered Need Analysis
Play Modalities
Play Mechanics and Rules
Learning Assessment and

Feedback
Play and Learning Experience
Figure 1. A methodology for play based learning design and evaluation, modified from Romero
(2015).
Serious games target the intrinsic motivation of students, relying on their internal drives
for competition, interaction, and creativity. According to Vygotsky (1978), children are
inherently social beings who learn best through investigation, and interaction with others. PBL is
founded on this principle of social interaction, as serious games give students opportunities to

explore concepts through the form of competitive exploration. Research has examined the effect
of competition on learning. Results from recent studies have found that competition improves
motivation and cooperation, and ultimately learning outcomes (Burguillo, 2010, Cagiltay,
Ozcelik, & Ozcelik, (2015).
According to the classroom teachers in this study, the use of play was effective because it
was experiential in nature, offered a new way to present and experience learning, gave the
students context and motivation to work on the English grammar, and made learning fun. The
purpose of the current action research study is to determine the effectiveness of play-based
learning activities for Grade 9 learners.
Given the potential positive effects of play-based learning activities as identified by the
related literature, the teacher-researcher determined to implement and examine the use of play-
based learning activities in grade 9 English grammar.
With these, the researcher discovered that based on the result of the first quarter
performance and grades of the learners, the need in learning grammar is immensely necessary. It
prompted the researcher to conduct a study where diversified play-based learning activities will
be utilized as an intervention tool and developed their grammar based on the learners’ needs. The
baseline data of the researcher is their previous grades in the first grading period.
Dependent Variable
Indenpendent Variable
Play-Based Learning Grade 9 Learners'
Activities Achievement in
Grammar
Figure 2. IV-DV Conceptual Framework

Research Questions
The study will aim to determine the effectiveness of the play-based learning activities in
enhancing grade 9 leaners’ grammar achievement.
Specifically, it will seek to answers the following questions:
1. What diversified play-based learning activities should be developed to enhance grade
9 learners’ achievement in grammar?
2. Is there significant difference between the pretest and posttest results of the Grade 9
learners in the experimental group?
3. Is there as significant difference between the posttests of the control and experimental
groups?
Hypotheses
The null hypothesis will be tested at 0.05 level of significance.
1. There is no significant difference between the pretest and posttest in the experimental
group.
2. There is no significant difference between the posttest of the control and experimental
group.
Significance of the Study
The findings of the study will prove useful to the:
Students. The study will increase the students’ interest in learning grammar. They will
enjoy the game prepared by the teacher and learn grammar at the same time.
Teachers. This will enable them to be more committed and dedicated in being teachers in
teaching their students. They will be more innovative and resourceful at the same time.

Parents. They will realize that play can also be incorporated in classroom. Their children
enjoy and learn at the same time.
Schools Administrators. Results of this study will also help them realize that students
and teachers also learn with the use of games inside the classroom.
Curriculum Writers. They will realize how enjoyable playing is to students. With this,
they will come up with a better teaching pedagogy.
Future Researchers. They can use the provided data and other literature as reference for
their own studies. Replicated or similar studies in different settings and population or sample is
also encouraged as doing so can make achieved results generalized if provided with sufficient
amount of evidences related to play-based learning activities in teaching English subject or any
other subjects in Basic Education.
Scope and Limitations
The study will focus on the play-based learning activities in teaching English grammar
for Grade 9 of Masagana High School, Masagana, Pandi, Bulacan who are presently enrolled in
the school year 2019-2020. This study will include Grade 9 Narra, and Grade 9 Kamagong.
The total number of learners in Grade 9 Narra and Grade 9 Kamagong is 70. These
participants’ age ranges from 15 – 17 years old. The play-based learning activities will be
utilized for the entire third grading period. The table below shows the competencies that will be
covered by the Diversified Play-Based Learning Activities.

Diversified Play-Based
Lesson and Code DPBLA Objectives Date
Learning Activities
I. Gerund  identify the gerund in a
given sentence Draw Card
EN9G-IIIa-21  underline the gerund in
each sentence and Students take turns in October 28, 2019
label how they picking cards and put to
function in the down cards until they can November 15,
sentence build a sentence that is 2019
 fill in the blank with grammatically correct and
the correct gerund makes sensible sentence.
The winner of the game is
II. Infinitive  identify each the first person to build
underlined word group three sentences.
EN9G-IIIb-21 as a prepositional November 18,
phrase or infinitive Sorting Verbals 2019
 underline the infinitive to
The verbals are placed in a December 9,
in each sentence
pop stick and they are 2019
 fill in the blanks with
placed in a canister.
the infinitive form of
Verbals are separated from
the verbs
other words. They will
III. Participle  combine each pair of connect verbals to form
sentences by changing phrases.
EN9G-IIIc-21 the second sentence to
a participial phrase Playing with Verbals
 underline the participle
in each sentence There is a worksheet with December 10,
10 sentences in the first 2019
column. In the second to
column, they will encircle January 8, 2020
C/I and beside it, they will
write their bet from 1-10
points only. In the last
column, their scores.
.
Table 1. Diversified Play-Based Learning Activities Curriculum Map

Method
Type of Research
This study will use the developmental research in developing the Diversified Play-Based
Learning Activities. This type of research focuses on the evaluation orientation of the material
rather than the process on which it will be developed. The developed DPBLA will be used by a
group of learners to test its effect to the grammar achievement of grade 9 learners. Data
collection will follow form the Quasi-Experimental design with experimental and control groups
pretest-posttest design to determine the enhancement of grade 9 learners’ grammar in English.
Participants
The participants of this study will be composed of Grade 9 Narra and Kamagong with the
total population of 70 learners. These participants are from Masagana High School located in
Barangay Masagana, Pandi, Bulacan. The participants’ age ranges from 15 to 17 years old and
they are heterogeneous in terms of intellectual capabilities, sex, attitude, and socio-economic
status.
Sampling Method
The researcher will use purposive sampling. A purposive sample is a non-probability
sample that is selected based on characteristics of a population and the objective of the study.
Purposive sampling is also known as judgmental, selective, or subjective sampling. Purposive
sample will be utilized because the researcher targets a particular group of people who are the
Grade 9 students of Narra and Kamagong. These two sections of Grade 9 are being handled by
the researcher. Assignment of the sections to control and experimental group shall be done
randomly through a toss coin.

Proposed Intervention
The researcher will be using a compilation of Diversified Play-Based Learning Activities
(DPBLA) to grade 9 learners that the researcher is teaching. The DPBLA will serve as an
intervention material to enhance grade 9 grammar achievement in English in the third grading
period, School Year 2019-2020.
The learners will be provided with the game activity sheet that provides the leaners the
(1) title of the game, (2) objectives, (3) timeframe, (4) tasks, (5) procedures, and (6) written
exercise. The games that will be played by the learners include modified cards and board games
that are available in the market. Other games are developed by the researcher that will enhance
learners’ achievement in grammar.
The experimental group will be exposed to the use of the DPBLA in the following
scheme: (1) individual work during English class, (2) in pairs or with peer tutor during their
Integrative and cooperative learning (ICL) period, and (3) in group dynamics as a performance
task.
Instruments
The researcher will assess the participants’ achievement in English grammar through
pretest and posttest. The researcher will develop a Table of Specifications (TOS) containing the
competencies indicated in the curriculum guide of English 9. A fifty-item multiple choice pretest
and posttest will be made based on the TOS. The pretest will be given to the 70 students of
Grade 9 leaners before the start or the experimental phase. A posttest that is also based on the
developed TOS will be administered to the learners after the completion of the experiment to
determine the effect of the DPBLA to learners’ English grammar achievement.

Data Collection Procedure
In gathering data for this study, questionnaires will be the instrument to be used.
Permission to administer the questionnaires will be sought by the researcher from the Schools
Division Superintendent, Zenia G. Mostoles, Ed.D., CESO V, through School Governance and
Operations Division (SGOD). The researcher will present the approved endorsement letter to the
principal and will conduct to the school where the researcher is presently connected.
The pretest will be administered to the participants of the study. The participants will be
given a corresponding code to keep their identity confidential. The test papers will be coded and
no name nor anything that will divulge the identity of the participants will be indicated. After the
intervention, the posttest will be administered. The results will be encoded using spreadsheet
software for statistical treatment.
Ethical Considerations
This study will strictly follow the ethical guidelines for educational research. The
researcher will write a letter of request and endorsement to the school principal. Upon the school
principal’s approval, a letter of request to proceed will be written, addressed to the School
Division Superintendent (SDS) together with the research proposal. This study will commence
once the endorsement of SDS and the following procedures will be done:
1. letter of consent was sent to the parents of the participants;
2. no information of participants will be divulged during and after the study, their
identity remained confidential;
3. no incentives will be provided to both groups to avoid bias in data results;
4. observers will be delegated to oversee all the procedures to avoid any conflict of
interest; and

5. the results of the study will be validated by the school head and will be presented to
members of the school academe to ensure the integrity of the procedures.
Data Analysis
The choice of appropriate statistical tools for the treatment of data is an important
component of research. The difference in the results of the pretests and posttests experimental
group and results of the posttest of the control and experimental groups will be determined by the
paired t-test. To determine if there is significant difference between the posttests of the control
and experimental groups, independent sample t-test will be used. These are under the assumption
that data that will be gathered are normally distributed, otherwise, non-parametric tests will be
used.
Work Plan
Strategy/ Target Time Person/s Expected

OBJECTIVE
Activity and Date Involved Outcome
To write a The researcher  Researcher  Letter of
permission letter submits a letter of  Division Intent
1 day
from the Division intent to the Office of  Action
August 1, 2019
Office of Bulacan Division Office of Bulacan Research
Bulacan  Principal Proposal
To confirm for The researcher  Researcher  Approval
approval of the follows-up the  Principal Letter
implementation of endorsement letter 1 day  Endorsement
the action research for the September ,
implementation of 2019
the action research
proposal
To administer a The researcher  Researcher  Checked the
2 days
pretest about administers the  Participants pretest
October 7-8,
grammar pretest to the  Recorded the
2019
participants pretest score
To analyze and to The researcher  Researcher  Result of the
interpret the scores checks the pretest Item Analysis
2 days
in the pretest using and conducts an  Interpretation
Oct 9-10, 2019
the statistical tool item analysis of the pretest
score
To submit a report The researcher 1 day  Researcher  Result on the
on the result of the submits a report Oct 14, 2019 least and

pretest, the least on the result of the most

and most mastered pretest mastered
competencies competencies
To conduct an The researcher  Researcher  Oriented
orientation among conducts an  Principal participants
the participants orientation to  Participants of the study
about the action these participants 1 day
research about the Oct 17, 2019
objectives and
significance of the
action research
To request parental The researcher  Researcher  Parental
consent about the needs to inform  Principal consent
action research the parents of the 1 day  Parents
participants Oct 18, 2019
through letter of
consent.
To implement the The researcher  Researcher  Intervention
intervention conducts the  Participants implemented
8 weeks
program to action research.
Oct 28, 2019 –
participants The intervention
Jan 8, 2020
program will be
implemented.
To keep a track of The researcher  Researcher  Record book
8 weeks
development of the keeps records of  Participants  Journal
Oct 28, 2019 –
study the progress of the  Intervention
Jan 8, 2020
study.
To administer the The researcher  Researcher  Checked
posttest to the administers the 2 days  Participants posttest
participants posttest to the Jan 10-11, 2020
participants.
To analyze and to The research  Researcher  Collated,
interpret the analyzes the data.  Statistician Analyzed,
2 days
gathered data of the and
Jan 13-14, 2020
study using Interpreted
statistical tool Data
To formulate The researcher  Researcher  Completed
findings, formulates  Principal the action
conclusion, and findings, 2 days research
recommendations conclusion, and Jan 20-21, 2020
drawn from the recommendations
action research from the result of
the study
To validate the To monitor and  Researcher  Validated the
action research, the validate the said  Principal action
1 day
Division Office action research, it  Validator/s research
February 2020
will send will be presented
validator/s to the validator/s
To prepare and Researcher 10 days  Researcher  Final
submit the final prepares and March 2020  Principal research

research output submits final  SDRC output

research output to submitted
the SDRC/ RRC

Cost Estimates



Plan for Dissemination and Advocacy
After the result of the posttest, the participants will share their personal experiences about
the blended learning approach, their most liked strategy or technique in gaining knowledge of
English grammar. A copy of the research will be submitted to the principal’s office for future
use. During school’s Learning Action Cell seminar, this paper will also be explained by the
researcher how it is done. The results of the study will be shared to the learners, their parents,
and teachers. A letter of invitation will be given to the student participants for the presentation of
results to their parents.

Reference
Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate
student motivation and performance. Computers & Education. 55, 566-
575.
Deterding, S., Dixon, D., Khaled, R. and Nacke, L. (2011). From game design elements
to gamefulness: defining gamification. In Proceedings of the 15th
international academic MindTrek conference: Envisioning future media
environments. 9-15
Heinich, R. (1996). Instructional media and technologies for learning. New York:
Simon & Schuster Books.
Kim, B. (2015). Designing Gamification in the Right Way. Library Technology Reports.
51(2), 29-35.
Liang, C., Lee, Y.Z., and Chou, W.S. (2010). The design consideration for game-based
learning. Educational Technology. 50(2), 25-28.
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the horizon. 9(5), 1-6.
Prensky, M. (2005). Computer games and learning: digital game-based learning.
Retrieved from
https://www.academia.edu/1113207/Computer_games_and_
learning_Digital_game-based_learning.
Romero, M. (2015). Work, games and lifelong learning in the 21st century. Procedia-
Social and Behavioral Sciences. 174, 115-121.


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Running head: PBLA: ENHANCING ENGLISH GRAMMAR 1

Play-Based Learning Activities: Enhancing English Grammar

Ma. Jesusa V. Pampilon

Masagana High School

SCHOOLS DIVISION OF BULACAN

Title Page ………………………………….……...…………………….……………...……. 1

Table of Contents ……………………………………………………………………………. 2

Context and Rationale ……………………………………………………………………….. 4

Research Questions ………………………………………………………………….. 7

Significance of the Study ……………………………………………………………. 7

Scope and Limitations ……………………………………………………………….. 8

Type of Research …………………………………………………………………... .10

Respondents/ Participants …………………………………………………………... 10

Sampling Method …………………………………………………………………… 10

Data Gathering Procedure ………….……………………………………..………… 12

Ethical Considerations ……………………………………………………..……..… 12

Data Analysis ……………………………………………………………….…….... 13

SCHOOLS DIVISION OF BULACAN

1: Romero’s Play-Based Learning Design…………………………………….….…… 5

2: IV-DV Conceptual Framework ……………………………………………….……. 6

1: Diversified Play-Based Learning Activities (DPBLM) Curriculum Map...……..…. 9

SCHOOLS DIVISION OF BULACAN

Play-Based Learning Activities: Enhancing English Grammar

Play-Based Learning (PBL) is a play that focus on learning outcomes to combine an

learning as well as interactive entertainment into a newly-emerging and highly-exciting medium”

(Prensky & Prensky, 2007).

negative game-play mechanics to stimulate motivation, (3) to give learners an alternative

exchange mechanisms (Liang et al., 2010).

real life while striving to attain a challenging goal” (Heinich, 2002).

SCHOOLS DIVISION OF BULACAN

phase methodology containing learning objectives, learning-centered need analysis, game

learning experience. This methodology was called HEXA-PBL (Romero, 2015).

Learner-Centered Need Analysis

Play Mechanics and Rules

Learning Assessment and

Play and Learning Experience

SCHOOLS DIVISION OF BULACAN

Ozcelik, & Ozcelik, (2015).

learning activities for Grade 9 learners.

based learning activities in grade 9 English grammar.

Figure 2. IV-DV Conceptual Framework

SCHOOLS DIVISION OF BULACAN

enhancing grade 9 leaners’ grammar achievement.

Specifically, it will seek to answers the following questions:

1. What diversified play-based learning activities should be developed to enhance grade

9 learners’ achievement in grammar?

learners in the experimental group?

The null hypothesis will be tested at 0.05 level of significance.

Significance of the Study

The findings of the study will prove useful to the:

SCHOOLS DIVISION OF BULACAN

enjoy and learn at the same time.

they will come up with a better teaching pedagogy.

other subjects in Basic Education.

Scope and Limitations

covered by the Diversified Play-Based Learning Activities.

SCHOOLS DIVISION OF BULACAN

Table 1. Diversified Play-Based Learning Activities Curriculum Map

SCHOOLS DIVISION OF BULACAN

pretest-posttest design to determine the enhancement of grade 9 learners’ grammar in English.

The researcher will use purposive sampling. A purposive sample is a non-probability

Purposive sampling is also known as judgmental, selective, or subjective sampling. Purposive

randomly through a toss coin.